The Impact of a Therapy Dog Program on Children’s Reading Skills and Attitudes toward Reading     

Jean Kirnan  Steven Siminerio  Zachary Wong 《Early Childhood Education Journal》2016,44(6):637-651

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Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention     

David J. Purpura  Amy R. Napoli  Elizabeth A. Wehrspann  Zachary S. Gold 《Journal of research on educational effectiveness》2017,10(1):116-137

The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities.  相似文献   

Resetting the Stage: Introducing a Special Section About Learning Sequences and Developmental Theory     

Zachary Stein 《Mind, Brain, and Education》2009,3(2):94-95

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Hierarchical Models of Social Competence in Preschool Children: A Multisite,Multinational Study     

Brian E. Vaughn  Nana Shin  Mina Kim  Gabrielle Coppola  Lisa Krzysik  António J. Santos  Inês Peceguina  João R. Daniel  Manuela Veríssimo  Anthon DeVries  Eric Elphick  Xiomara Ballentina  Kelly K. Bost  Wanda Y. Newell  Ellaine B. Miller  J. Blake Snider  Byran Korth 《Child development》2009,80(6):1775-1796

The generality of a multilevel factorial model of social competence (SC) for preschool children was tested in a 5‐group, multinational sample (N = 1,540) using confirmatory factor analysis. The model fits the observed data well, and tests constraining paths for measured variables to their respective first‐order factors across samples also fit well. Equivalence of measurement models was found at sample and sex within‐sample levels but not for age within sample. In 2 groups, teachers’ ratings were examined as correlates of SC indicators. Composites of SC indicators were significantly associated with both positive and negative child attributes from the teachers’ ratings. The findings contribute to understanding of both methodological and substantive issues concerning SC in young children.  相似文献   

On the Difference Between Designing Children and Raising Them: Ethics and the Use of Educationally Oriented Biotechnology     

Zachary Stein 《Mind, Brain, and Education》2010,4(2):53-67

The use of educationally oriented biotechnology has grown drastically in recent decades and is likely to continue to grow. Advances in both the neurosciences and genetics have opened up important areas of application and industry, from psychopharmacology to gene-chip technologies. This article reviews the current state of educationally oriented biological technologies, eventually focusing on the use of psychiatric drugs with children and adolescents to improve their academic performance. Distinguishing between “good” and “bad” uses of biological technologies is complicated by conflicting theoretical views about human development, the etiology of disability, and the diagnostic categories that structure treatments. To address these issues I introduce a set of ethical concepts, which are based on a biopsychosocial approach to human development. The difference between designing children and raising children marks an ethically salient difference between approaches that focus on only part of the child (e.g., her brain) and approaches that focus on the full biopsychosocial complexity of the developing child in context. This clarifies the importance of the child's right to both autonomy and care. Implications for policy and practice are offered.  相似文献   

Anything but ringers: early American soccer hotbeds and the 1930 US World Cup team     

Zachary R. Bigalke 《Soccer & Society》2018,19(7):986-1006

At the 1930 FIFA World Cup in Uruguay, a group of American soccer players advanced to the semi-finals of the tournament, securing what remains the best-ever finish by a team representing the United States. As time has passed, this team has largely been dismissed as a group of English and Scottish players brought in to bolster the Americans’ chances at the World Cup. This treatment belies the complex interrelation between immigration, labour and leisure time in the early twentieth century that were at the heart of American success in Uruguay. This article keys in on the four regions from which the roster for the 1930 US World Cup team was selected in order to show that their third-place finish was the culmination of a decade-long process of soccer popularization, proliferation, and professionalization through the immigrant hotbeds of the Atlantic seaboard and Midwest.  相似文献   

Aerobic Capacity in Black Adolescent Girls     

James M. Pivarnik PhD  Janet E. Fulton  Wendell C. Taylor  Sharon A. Snider 《Research quarterly for exercise and sport》2013,84(2):202-207

Abstract

Our purpose was to determine the aerobic capacities (VO₂max) of a group of black female adolescents (age = 11.4 ? 15.8 years) randomly chosen from a single urban school. Of 91 girls selected, 64 performed an incremental treadmill running test to volitional exhaustion and achieved VO₂max as determined from expired gas measures. Other measures included height (m), weight (kg), and calf and triceps skinfolds (for % fat estimates). Girls were also asked whether they had achieved menarche. VO₂max averaged 37.3 ± 6.2 ml·kg^?1 ·min^?1 and was significantly correlated (r[62]) with height (?.32, p < .01), body mass index (?.63, p < .001), and % fat (?.65, p < .001) but not with age (?.16, p > .10). Postmenarchal girls were significantly taller and older than premenarchal girls. Contrary to previous studies, the girls' VO₂max values were not related to biological age. Our subjects' aerobic capacity values averaged 14% less than those of nonblack U.S. female adolescents previously reported in the literature. This difference in VO₂max was primarily a function of body weight. Study implications support the possibility that overweight in adult black women may originate prior to or during early adolescence. Future longitudinal studies should be designed to investigate the effects of aerobic fitness on cardiovascular risk factor reduction in black adolescent girls.  相似文献   

Cycles of Research and Application in Education: Learning Pathways for Energy Concepts     

Theo L. Dawson  Zachary Stein 《Mind, Brain, and Education》2008,2(2):90-103

ABSTRACT— We begin this article by situating a methodology called developmental maieutics in the emerging field of mind, brain, and education. Then, we describe aspects of a project in which we collaborated with a group of physical science teachers to design developmentally informed activities and assessments for a unit on energy. Pen-and-paper assessments, called teasers , were employed, along with interviews, to study how students learned about the physics of energy. Results were used to describe students' learning pathways and to design a scoring rubric for teacher use. We hypothesized that (a) teasers, by themselves, could be used effectively to evaluate the developmental level of students' reasoning about energy and (b) teachers could employ the scoring rubric with minimal instruction. Encouraged by our findings, we went on to create a freely available online version of the energy teaser , including a new rubric designed to improve the accuracy with which teachers can assess the developmental level of students' energy conceptions.  相似文献   

Evaluating web usability     

Jean Snider  Florence Martin 《Performance Improvement》2012,51(3):30-40

Web usability focuses on design elements and processes that make web pages easy to use. A website for college students was evaluated for underutilization. One‐on‐one testing, focus groups, web analytics, peer university review and marketing focus group and demographic data were utilized to conduct usability evaluation. The results indicated that an organization's mission, policies, user capabilities, and competitive environment all affect usability. The recommended interventions included interface redesign and update.  相似文献   

Making the Case for Standards of Conduct in Clinical Training          下载免费PDF全文

Alicia M. Homrich  Leigh D. DeLorenzi  Zachary D. Bloom  Brandi Godbee 《Counselor Education & Supervision》2014,53(2):126-144

The authors examined a proposed set of standards for the personal and professional conduct of counseling trainees. Eighty‐two counselor educators and supervisors from programs accredited by the Council for Accreditation of Counseling and Related Educational Programs ranked 55 behaviors divided across 3 categories (i.e., professional, interpersonal, and intrapersonal). Q‐sort methodology was used to collect the data, and the results provide a starting point for identifying criteria for gatekeeping practices.  相似文献